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  • PSYCH RH 220
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  • PSYCH RH 220

Author: Deborah Padgett Coehlo, PhD, RN Contributors: Diane Bauer, MS, RN; Kari Firestone, RN, MSN; Kathleen Bell, RN, MSN, CNM, AHN-BC; Jane Palmieri, MSN, RN This instructor’s guide is designed to provide strategies for teaching family nursing to undergraduate and graduate nursing students,...

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  • March 14, 2022
  • 332
  • 2021/2022
  • Exam (elaborations)
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  • phd
  • ms
  • rn
  • rn
  • msn
  • cnm
  • msn
  • rn this instru
  • family nursing test bankpdf
  • author deborah padgett coehlo
  • rn contributors diane bauer
  • rn kari firestone
  • msn kathleen bell
  • ahn bc jane palmieri

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FAMILY HEALTH CARE NURSING
Rowe Kaakinen, Family Health Care Nursing, 5e
Instructor's Guide 5TH EDITION
1


INTRUCTOR'S GUIDE Introduction to the Instructor’s Guide

Author: Deborah Padgett Coehlo, PhD, RN

Contributors: Diane Bauer, MS, RN; Kari Firestone, RN, MSN; Kathleen Bell, RN, MSN, CNM,

AHN-BC; Jane Palmieri, MSN, RN

This instructor’s guide is designed to provide strategies for teaching family nursing to

undergraduate and graduate nursing students, and to already practicing professional nurses who

are learning to be more family focused in their nursing care. The editors of this textbook and

instructor’s guide believe that the best nurses are those who expand their scientific knowledge

through creative and reflective thought, behavior, and experiences using evidence-based

practices. The authors of the Family Health Care Nursing: Theory, Practice and Research, fifth

edition, Instructor’s Guide utilize the University of British Columbia (UBC) model of teaching

(Thorne, Chillings, Ellis, & Perry, 1992), which incorporates activities for understanding,

reflection, behavioral experiences, and growth throughout this manual. This UBC model,

originally designed for nursing care of individuals, has been adapted for the instructor’s guide to

be applied to families, recognizing the uniqueness of each individual family and the nursing role

in providing care during critical periods in the family life cycle. Family nurses’ many roles assist

families in strengthening their abilities, enhancing protective strategies, sustaining strengths, and

developing positive coping strategies through therapeutic communication and holistic care. By

helping nursing faculty teach and guide undergraduate and graduate nursing students, as well as

practicing professional nurses, to explore individual and family meanings attached to health

events, the fifth edition textbook and instructor’s guide can help shape ideas, develop trust, and

nurture therapeutic relationships between the health care system and families.




Copyright © 2015. F.A. Davis Company

,Rowe Kaakinen, Family Health Care Nursing, 5e 2
Instructor's Guide

Five primary theoretical approaches are introduced and used throughout Family Health

Care Nursing: Theory, Practice and Research, fifth edition: family systems theory, family life

cycle theory, family health and illness cycle model, bioecological theory, and family assessment

and intervention model. These five theoretical approaches are applied to several case studies

within the text, to help nursing faculty demonstrate clinical applicability of critical concepts.

The instructor’s guide is written to be adaptable into a wide range of curricular

frameworks, which include family nursing, such as stand-alone family nursing courses, and

family nursing concepts and theory as integrated within other nursing courses. In the textbook

foreword, you will note that the fifth edition of this text can be used to teach several levels of

nursing students (undergraduate or graduate), as well as practicing or graduate nurses.

Each chapter in the instructor’s guide is similarly organized according to the following

components:

 Introductory paragraph summarizing the contents of the chapter

 Critical Concepts

 Review of Key Terms

 Quiz and Exam Questions (most chapters)

 Reflection Questions

 Student Learning Activities

 Case Study (or multiple case studies) and Discussion Questions (most chapters)

Additionally, there are a number of appendices for the instructor’s convenience:

 Appendix A in the textbook contains the complete Family Stressor-Strength

Inventory (FS3I) tool and directions for administration and scoring.




Copyright © 2015. F.A. Davis Company

,Rowe Kaakinen, Family Health Care Nursing, 5e 3
Instructor's Guide

 Appendix B in the textbook contains the Freidman Family Assessment Model (short

form)

 Appendix C included in this instructor’s guide contains a versatile assignment for

each chapter designed as a student learning activity that can be used in multiple

settings.

 Appendix D included in this instructor’s guide is a media resource appendix that

includes both classic and current book and movie titles that instructors can use

creatively throughout the course to facilitate learning, as well as useful internet

resources that instructors can use across chapters or units in the text. Most of these

sites adhere closely to evidence-based practice, and the editors intend inclusion to

help students and nurses understand the difference between information gleaned

from popular media and evidence-based professional information to support their

practice.

Instructors using this guide are encouraged to read the chapters in the text of Family

Health Care Nursing: Theory, Practice and Research, fifth edition, before using the teaching

strategies described herein. A skeleton PowerPoint presentation has been created for each

chapter in the text and can be found on the F.A. Davis Web site connected to the fifth edition

textbook. The editors strongly recommend that faculty modify and personalize the PowerPoint

presentations to flesh them out and adapt them to fit both your personal teaching styles and your

students’ needs.

PowerPoints are organized according to the following components:

 Introduction




Copyright © 2015. F.A. Davis Company

, Rowe Kaakinen, Family Health Care Nursing, 5e 4
Instructor's Guide

 Chapter content highlights (in the order the text covers content, with some notes for

the instructor)

 Discussion Questions

 Activity (some are classroom activities)

 Assignment (slide is left blank to add your own—e.g., student learning activity

contained on the text Web site)

 Case Study Introduction of Family Members

 Case Study Reflection Questions

 Critical Concepts

The suggested student learning activities target a range of learning, from preoperational

cognitive knowledge (i.e., quiz questions and definitions of terms) to higher-level formal

cognitive understanding (i.e., analysis and critique of case studies and other readings, and

synthesis of concepts into broadening topics from an individual family perspective to a global

application). Each chapter is designed to provide faculty many options to accommodate both

individual learner needs and different systems of learning. The editors also highly recommend

that faculty choose at least one of the following overarching student learning activities for

inclusion in the course as it unfolds. This choice is best made at the very beginning of the course.

1. Before any formal content is covered in the course, have students write down and then

discuss their own definition of family. Have students save this definition until the end of

the course, and then ask them to redefine family, considering what they have learned—

and to reflect on and compare their initial definition and final definitions.

2. Consider one’s own family. As a starting point and at various points through the course,

students should be asked to think about whom they consider family members. Ask



Copyright © 2015. F.A. Davis Company

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